ENGLISH LANGUAGE TEACHING AND LEARNING

FOR VISUAL IMPAIRMENT STUDENTS(A Descriptive Study at Eight Grader of SMPN 3 Tegowanu In the Academic Year of 2015/2016)

By:

ZAENUL WAFA LANGUAGE STUDYUNIVERSITY OF MUHAMMADIYAH SURAKARTA2015TABLE OF CONTENT

TABLE OF CONTENT

TITLE A. Background of the Study 2B. Limitation of the Study5C. Problem Statement 5D. Objective of the Study 5E. Benefit of the Study 6F. Related Literary Review

1. Previous Study62. Theoretical Review8 a. English Language Teaching and Learning8 b. Visual Impairment8 c. Methods of Teaching English as Foreign Language11 d. Material Selection133. Theoretical Framework15G. Research Method 151. Research Type152. Research Object 163. Research Subject 164. Data and Data Source165. Technique of Collecting Data176. Technique of Analyzing Data17H. Research Paper Organization 18BIBLIOGRAPHY

APPENDIX

ENGLISH LANGUAGE TEACHING AND LEARNING FOR VISUAL IMPAIRMENT STUDENTS (A Descriptive Study at Eight Grade of SMPN 3 Tegowanu in the Academic Year of 2015/2016)A. Background of StudyEvery citizen has right to get proper education. Education is certainly not in the sense of acquiring teaching, but the components related to the implementation and success of an educational process is also the case that cannot be separated in fulfilling the need for education. Because, lack of fulfillment of one component in education will lead to gaps in education.

Fulfilling the educational rights of citizens would not only be given in class or a particular race, but all citizens of the country with many different background should be accommodated to achieve the basis of justice, democratic, and non-discriminatory. So we have to maintain the principles of education that Education held in democratic and just and not discriminatory to uphold human rights, religious values, cultural values, and the plurality race. We can realize together that the nation of Indonesia has many islands, and Indonesia also has tribes, races, cultures, religions, different beliefs. In addition, the government must also consider the differences of the presence of physical and or mental, as citizens who have been visually impaired, deaf or talk-back, quadriplegic, etc. which are in the country, to be a material consideration in maintaining adaptive educational system for those who have serious physical and mental retardation.

Concerning with the educational needs of citizens who have physical limitations or mental illness, the government has issued several regulations related to it. One of them is the Law No. 4 of 1997 on the disabled. One article in the Law determines that every disable are entitled to an education at all units, bands, and levels of education. We need to understand more it together, that the fulfillment of education is not only from the side of disability acceptance to enter on a board of education, but how the institution able to accommodate the needs of difabel. Thus it is essential in fulfilling the educational rights of difabel. Because the next chapter also explained that the government and or society are obliged to fulfill the rights of working on difabel. Law No. 20 of 2003 on National Education System, Chapter 5, verses 1 to 4 have mentioned that: (1). every citizen has a right to obtain a quality education. (2). Citizens who have a physical disadvantage, emotional, mental, intellectual, and or social groups are entitled to special education. (3). Citizens living in remote or underdeveloped and isolated indigenous communities are entitled to special education services. (4). Citizens of countries that have the potential of intelligence and special talents are entitled to special education.On the other hand, education makes people grow into his own as an individual person, as an independent social being that are part of the national. Integral education in life should be able to shelters and support all components of the nation, regardless of social background, economic, tribe, religion and belief, gender, and physical and mental differences and variations. Education like this is called education inclusion. Many school systems today tend toward inclusion, or incorporate students with disabilities into the general education classroom, because of many benefits in inclusion. Although inclusion may not be for all students with disabilities.Inclusion in public education has dramatically changed how students with disabilities are taught. Where they once learned in separate classes taught by special educators, many children with a range of disabilities now learn in typical classes led by general education teachers.Until now, the fulfillment of the educational rights for difabel students has done by many institutions in the form of inclusion. One of them is SMPN 3 Tegowanu. As like any public school, implementation of learning in SMPN 3 Tegowanu the same system with public colleges. But SMPN 3 Tegowanu is able to receive and accommodate difabel students. This is a very experienced school of students difabel building combined with normal students. Being the inclusion school is not easy. At least the school should handle themselves with innovations for Visual impairment students to follow the process of learning well. In addition, schools also should be able to provide awareness to all academicians that undergraduate students can also follow the blind education in public schools. Restructuring the curriculum, teaching methods, teaching aids, teacher competency, evaluation, and academic services must be arranged in such a way that would take time and a substantial investment. This is because learning model requires the inclusion of media, infrastructure facilities, curriculum, teacher competence, academic and non academic services in such a way, to be able to serve all students without exception.

From these various problems, the author felt interested in studying inclusion school model developing at SMPN 3 Tegowanu. How SMPN 3 Tegowanu run English language teaching and learning for students? Between visual impairment students that blends with the normal students, how do the teachers make learning in the classroom? All the places to be addressed and further examined using more than raise the educational level of the nation, opened the school's vision of inclusion, and aims to provide a new view of society that children should not have school in SLB (special school). There are schools that can teach and educate them with the inclusion, so they can associate with all people that will improve their maturity and independence. As one of inclusion schools in Indonesia, SMPN 3 Tegowanu has become a model for other schools in the case of difabel service. But what are the services provided is completely SMPN 3 Tegowanu inclusion? How the implementation of learning activities will is the essence of education? For this reason, research and studies like this need to be held, as a reference material for government-related institutions in the implementation of learning for visual impairment students in various fields of knowledge, including the English language. B. Limitation of the StudyThe writer would like to limit the scope of the study to the following problems in order to avoid misinterpretation of the problem, are:

1. The description of English language teaching learning for visual impairment students because the impaired students has weakness in visualization. It has a big deal to language as communication tool.

2. The difficulty to teach visual impairment students with some weaknesses in reading the text, moreover foreign language (English). The writer wants to know how to teach English for visual impairment students.C. Problem Statement1. What materials are covered in English course for visual impairment students at eight grade of SMPN 3 Tegowanu in The Academic Year of 2015/2016?

2. What methods are implemented in English teaching and learning process for visual impairment students at Eight grade of SMPN 3 Tegowanu in the academic year of 2015/2016?3. What obstacles results in English teaching and learning for visual impairment students at Eight grade of SMPN 3 Tegowanu in the academic year of 2015/2016?4. How does the teacher cope with the obstacles in English teaching and learning for visual impairment students at eight grade of SMPN 3 Tegowanu in the academic Year of 2015/2016?D. Objectives of the Study

1. To describe the language materials in English course for visual impairment students at SMPN 3 Tegowanu in the Academic Year of 2015/2016.2. To describe some teaching and learning methods applied in English for visual impairment students at SMPN 3 Tegowanu in The Academic Year of 2015/2016.3. To describe some obstacles results in English teaching and learning for visual impairment students at SMPN 3 Tegowanu in The Academic Year of 2015/2016.4. To describe some copes with the obstacles in English teaching and learning for visual impairment students at SMPN 3 Tegowanu in The Academic Year of 2015/2016.E. Benefit of the StudyThis research is expected to be able to give information for the researcher himself and people in educational field dealing with teaching materials, teaching methods, and learning assessments for visual impairment students effectively and efficiently. By doing this research, the researcher that it will give contribute some benefits for teachers, students with visual impairment, readers, and the researcher in the future, here are the benefits for each of them: a) Teachers

It is expected to be kind of teaching method and reference for the teachers in developing or creating new more interesting methods and techniques of teaching English for the visual impairment students especially in inclusive school, so that they can teach successfully.

b) Students The researcher hopes that the students will get an appropriate treatment in English learning so that they are going to learn English comfortably and do not get any difficulties anymore, and to motivate visual impairment students to compete with normal students. c) For the school, this research will be expected to be a reflection for teaching and learning process at SMPN 3 Tegowanu. And as the implementation guide of an evaluation of English for students with visual impairment. It can be a consideration to change the best strategy in teaching English; moreover can improve the quality of English teaching and learning.

F. Related Literary Review1. Previous Study

In the research paper the writer takes two literature reviews. The first is from Maghfiroh (2010) she picked up American Sign Language (ASL) as a special method that used to students with hearing impairment. She made combination between ASL with general methods that were used in English language teaching such as Grammar Translation Method (GTM), Total Physical Response (TPR) and also used picture and other media that could be used to teach students with hearing impairment. The she used the material based on SKKD which were appropriated to their conditions. The materials were given for students with hearing impairment easier to be understood by them, such as introducing self, greeting, things in the classroom, and professions. Based on the result, the writer gave some suggestions, such as; the teacher should use the methods that it could improve students motivation in learning and using English as frequently as possible.Another previous research related to this study was conducted by Prihatini, thesis of State University of Semarang (UNNES) under the title Pengelolaan PembelajaranAnak Autistik (Studi Descriptif di Sekolah Dasar Luar Biasa Negeri Semarang Tahun Ajaran 2008/2009). She investigated how the process of learning management for autistic is. This descriptive study was conducted at SDLB Negeri Semarang in the academic year 2008/2009 in terms; learning plan, learning process, and leaning evaluation for autistic students. This research uses descriptive approach and uses observation, interview, and document as data collection. 2. Theoretical Reviewa. English Language Teaching and Learning1. Foreign language Teaching and Learning

English has been recognized as an International Language. That is, people who come from diverse backgrounds geography, religion and culture has had an agreed media to communicate each other, namely English. In foreign language teaching and learning Edward Anthony said that there are three hierarchical elements, namely approach, method, and technique. An approach is a set of assumption dealing with nature of language, learning, and teaching. Method is described as an overall plan for systematic presentation of language based upon a selected approach. (Brown,2001:14). Technique is the specific activities manifested in the classroom that were consistent with a method and therefore were in harmony with an approach as well. There are nine approaches in foreign language teaching and learning: Grammar translation, Direct Reading, Audio-linguicism, Oral-Situation, Cognitive Affective, Humanistic Comprehension Based Communicative (Celce-Murcia, 2001:5).

B. Visual Impairments

Visual impairment can be barrier to people face the problem to look an object clearly. Rosenthal (1998) defined that Visual impairment or vision impairment is a decreased ability to see to a degree that causes problems not fixable by usual means, such as glasses or medication.1. Type of Visual ImpairmentsStudents with non-correctable vision problems have visual impairments. Depending on the severity of the condition. To qualify as a visually impaired student, certain criteria must be met, like low visual acuity, visual field limitation, progressive eye disease, or cortical visual impairment.a) Partially Sighted: A visual impairment that adversely affects a student's educational performance even when corrected to the extent possible.

b) Low Vision: If someone's vision is between 20/70-20/160 and cannot be corrected, the student has moderate to low vision.

c) Legally Blind: From 20/200-20/400 is legally blind with severe low vision. From 20/400 20/1000 is profound visual impairment, and is very close to total blindness.

d) Totally Blind: The lack of light perception is known as total blindness or total visual impairment.At one point the term visual impairment referred to an eye disorder at the tissue level, but subsequently, visual impairments took on a broader meaning to include the consequence of a functional loss of vision caused by a number of eye disorders (Rosenthal 1998: 334)Many factors determine how visual impairments affect students learning experience. Vision loss, as well as presence of multiple disabilities, are some of the factors that make each students situation unique. The cause of visual impairment and overall functioning level of a student also determines how the visual impairment affects a student's development. In general, visual impairments have cognitive, academic, social and emotional, and behavioral effects.

2. Sociological characteristicStudents with visual impairments face great challenges in school, both academically and socially. With struggling to keep up in inclusive classes, these students may not change the time and effort to learn how to develop social skills. Social difficulties in children with visual impairments are typically caused by a lack of information about the visual aspects of interacting with others. These difficulties are often reinforced by others hesitancy to establish relationships with and communicate appropriate expectations to individuals with visual impairments.Visual impairment indirectly causes personal problems. Personal problems are caused incline by negative attitude by their environment. Students with visual impairment have difficulties in mastering social skill, because that skill usually comes by visualization. They also incline feel suspicious to others, offended and dependence to others in (http://pustaka.ut.ac.id) 3. Teaching students with visual Impairment

Students with visual impairments must be taught compensatory skills and adaptive techniques in order to be able to acquire knowledge from methods other than sight. The presence of a visual impairment can potentially impact the normal sequence of learning in social, motor, language and cognitive developmental areas.

A visual impairment can make learning very difficult. Students with visual impairments have unique educational needs which are most effectively met using a team approach of professionals, parents and students. In order to meet their unique needs, students must have specialized services, books and materials in appropriate media (including braille), as well as specialized equipment and technology to assure equal access to the core and specialized curricula, and to enable them to most effectively compete with their peers in school and ultimately in society.There must be a full range of program options and support services so that the Individualized Education Program (IEP) team can select the most appropriate placement in the least restrictive environment for each individual student with a visual impairment.

C. Methods of Teaching English as Foreign Language

1. Definition of Method

According to Douglas Brown that method is a generalized set of classroom specifications for accomplishing linguistic objectives (Brown,2000:16). Methods tend to be concerned primarily with teacher and student roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing, and materials. It can be defined that method is a procedure or process for attaining an object as a systematic plan followed in presenting material for instruction during the process of teaching and learning, when the latter suggests the dynamic interplay between teachers and learners.2. Several methods used in English Language Teaching

These are several methods that used in English Language Teaching:

a. Grammar Translation Method (GTM)

This method out the traditional teaching of classical Latin and Greek when living language began to be widely taught in the nineteenth century. It was the dominant method until the end of century and has continued to be used in one form or another until the present day. But it has long been out of fashion. Grammar Translation Method are used for whom foreign language learning meant a tedious experience of memorizing endless lists of unusable grammar rules and vocabulary and attempting to produce perfect translations of stilted or literary prose (Richard, 2001:6).b. Direct Method (DM)

This method developed as a revolution against the Grammar-Translation Method at the end of nineteenth century. It was based some extent on the new sciences of the nineteenth century, especially linguistics and psychology. The direct method receives it is name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no recourse to the students native language (Larsen and Freeman, 2000:3). Languages are seen as system of communication, primarily oral, in which word are used together in sentences, a sentences are used discourse. Languages are believed to be learned best in a natural way, by haring words and sentences in context and imitating what you hear. c. Total Physical Response (TPR)

Total Physical Response method was developed by James Asher. Total Physical Response consists basically of obeying commands given by the instructor that involve an overt physical response (Kreshen,1987:140). This method is suitable for beginners course only, and later needs to be supplemented by activities and techniques from other methods. It aims to develop listening comprehension before production, to associate language with action, and to reduce stress in language learning.d. The Silent Way

According to Jack and Theodore that The Silent Way is the name of a method of language teaching devised by Caleb Gattegno. It is based on the premise that the teacher should be silent as much as possible in the classroom but the learner should be encouraged to produce as much language as possible (Harmer, 2001:20) These method contrasts almost totally with TPR, instead of giving extensive active listening comprehension practice, the teacher is silent for most of the time, giving only singe examples of new sentence and produce similar ones. e. The Audio-Lingual Method

Audio-lingual is primarily an oral approach to language teaching, it is not surprising that the process of teaching involves extensive oral instruction (Harmer, 2001:28). The focus is on immediate and accurate speech, there is little provision for grammatical explanation or talking about the language. Audio Lingual holds that language learning is like other forms of learning. Since language is a formal, rule governed system; it can be formally organized to maximize teaching and learning efficiency.

D. Material Selection

1. Concept of Material Selection

Language instruction has five important component: students, a teacher, materials, teaching methods, and evaluation. Allwright argues that materials should teach students to learn, that they should be resource books for ideas and activities for instruction or learning, and that they should give teachers rationales for what they do. From Allwright, we know that He emphasizes that materials control learning and teaching. Materials are the center of instruction and one of the most important influences on what goes on in the classroom.

In this case, the role of technology should be applied as much as possible so that the visual impairment students can compete and follow the lessons well. That is very important for them to be able to read Braille writing. As we know the visual impairment students cannot see or look the textbook, we need suitable materials for them and also understand their accommodation.a) Material for Eight Grade

All teaching materials need to possess certain characteristics, and these apply equally whether we are considering printed course books, ancillary readers, visuals of many kinds, recordings, films, or any other kind of instructional materials. They need to be realistic, relevant, interesting, encouraging, and compatible. (Streven, 2000: 7)

There are some materials for eight grade students, according to education curriculum unit level (KTSP), the materials cover introduction, meeting and leaving, offering, invitation and agreement. They also cover some genres (recount, narrative and procedure). Teaching process also uses some media (textbooks, video and audio tapes, computer software, and visual aids). b) Material for Visual Impairment Students

The form of teaching material is analyzing which presents or informs about the language to be learned (Streven,2000:7). So how to make a suitable materials for visual impairment students? We need special materials in order to the lessons can be informed to visual impairment students. We can use special hardware for the visual impairment students, such as scanners and Braille displays, vocal syntheses and screen readers. Besides we should know some common accommodations for visual impairment students:1. Alternative print formats, which may require text conversion

2. Magnification devices

3. Bright, incandescent lighting

4. Raised lettering or other tactile cues

5. Adaptive computer equipment

6. Readers for exams

7. Priority registration

8. Recorded lectures

9. Lab or library assistants3. Theoretical Framework

In the theoretical framework, the writer is going to account for the procedures of the research. In this descriptive qualitative. Understanding the whole concept of the research is a valuable step to formulate a series of concepts will conduct in the research. The steps of implementation are: the writer need to identify related to the title English language teaching and learning for visual impairment students that match the literature of material selection, materials for eight grade and materials for visual impairment to look at the process of teaching and learning activity in SMPN 3 Tegowanu by providing instrument of observation that lead the writer to crack the relevant findings. Here is a map of data analysis technique.

Miles & Hubberman Model (1992)G. Research Methodology The research method is used in ways in which research in the research process. This is done to determine the selection of appropriate methods in influencing the success or failure of research, as with any method, is expected to obtain objective data.

1. Type of Research.

The type of research is case study research. The case study is the investigation depth (in-depth study) of a social unit such that it produces well-organized picture and details on these social units (Azkar,1998:8)2. Research Approach.

The approach in this study is a qualitative approach, namely the research procedures which produce descriptive data in the form of words written or spoken about people and behaviors that can be observed (Lexy,2005:4)3. SubjectIn a qualitative study did not use the term population, but according to Spradley called "Social Situation" or social situation that consists of three elements: places, actors, and activities that interact synergistically (Sugiyono,2010:297). So the subjects of this study are SMPN 3 Tegowanu, the teachers and the Teaching and learning presented to visual impairment students.4. Techniques of Data Collection

In terms of the way or data collection techniques, the data collection techniques can be done by observation, interviews, questionnaires, documentation, and fourth combined. As in this study, the researcher will use data collection methods as follows: a. Observation

The observation is carried out by means of observation and recording of the object under study, then recording conducted necessary to obtain the corresponding data to the research. Methods of data collection will be conducted to see firsthand how the evaluation techniques applied in English course for students with visual impairment in SMPN 3 Tegowanu and to observe directly form about the English language. b. Interview The interview is a process of interaction, dialogue, question and answer verbally committed by two or more persons directly to obtain the required information (Arikunto,1991:128). In the interview, the interview took only a guideline that outlines the things that will be requested. the targeted interviews conducted by researchers directly is :

1) Visual impairment students of SMPN 3 Tegowanu. Information to be excavated is about how their English language teaching and learning experience as well as the obstacles they encountered in the teaching and learning process. 2) English teacher who teaches visual impairment students. The information will be applied on the subject of this study that related to how the planning process of teaching and learning English. c. DocumentationDocumentation is a technique of data collection by gathering and analyzing documents, whether written documents, pictures, and electronic (Dinata, 2004:221).5. Data analysis technique

Data analysis is the process of systematically searching and compiling the data obtained from interviews, field notes, and other materials, so it can be understood easily, and its findings can inform others( Sugiyono, :334)In analyzing data had been collected, the researcher uses descriptive qualitative research formulated by Miles and Hubberman (1993). As using this technique, the researcher collects data, arranges data and presents data. The qualitative method is kind of research without using any calculation or statistic procedure. To know the English learning process at SMPN 3 Tegowanu, the steps done are as follow:a) Data Reduction.Data reduction is a form of analysis that classifying, directing, and organizing data in such way, so that it can be reduced data verification. Collecting the data obtained from interviews, observations, and documentations. b) Data Display. The data have been reduced and then made the presentation of data. The presentation of data can be done in the form of brief description, charts, relationship between categories, and so on. The most frequent form of data display for qualitative research data in the past has been narrative text. By data display, then the data is organized, arranged in a pattern of relationships that would be easily understood.

c) Conclusion Drawing/Verification. Conclusion drawing and verification. Presented preliminary conclusion is still tentative and will change if not found evidence that supports strong data collection on the next stage. The conclusion in qualitative research may be able to answer the formulation of the problem that formulated from the beginning, but maybe not, because it has been stated issues and problems in the qualitative research is still tentative and will be developed after research in the field. From the explanation above, the researcher will apply this technique to describing and analyzing data from the result or research about English language teaching for students with visual impairment systematically.H. Research Organization

In order to make easy to understand this thesis, the researcher uses a system of presentation as follows:Chapter 1 is introduction. It contains; the background of the study, limitation of the study, Problem statement, objectives of the study, Benefit of the study, Related literary Review

Chapter II is English Language Teaching And Learning, Characteristics Of Visual Impairments, Teaching Students With Visual Impairment, Methods Of Teaching English As Foreign Language, Selection of material; concept of material selection, materials for the eight grade and materials for visual impairment students and Theoretical Framework.Chapter III is Research Methodology which consists of type of research, research approach, subject of the study, procedure of research, technique of collecting data and data analysis technique.Chapter IV is description of English materials in for visual impairment student, teaching and learning methods applied in English for visual impairment, obstacles results in English teaching and learning for visual impairment and solution to cope with obstacles in English teaching and learning for visual impairment students at SMPN 3 Tegowanu in The Academic Year of 2015/2016.Chapter V is closure which consists of conclusion and suggestionBIBLIOGRAPHYAzqar, Saifudin (1998) . Metode Penelitian, Yogyakarta: Pustaka Pelajar, p.8Arikunto, Suharsimi, 1991, Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta: Rineka Cipta

Dinata , Nana Syauhid Sukma, Metodologi Penelitian Pendidikan, ( Bandung: PT Remaja Rosda Karya, 2004) , p.221.Johnson,Elaine B. Contextual Teaching and Learning, (California: Corwin Press, Inc,2002),

Harmer,Jeremy The Practice of English Language Teaching, (England: Person Educational Ltd, 2001),Larsen, Diane and Freeman, Techniques and Principles in Language Teaching, (NewYork: Oxford University Press, 2000)Maghfiroh, Nailal (2010) English language teaching for the seventh grade students with hearing impairment (a descriptive study of methods and material approximately used at SLB PRI Buaran Pekalongan in the academic year of 2009/2010). Undergraduate (S1) thesis, published by UIN WalisongoMeles, Mattew B., dkk.,1993, Analisa Data Kualitatif, Jakarta: UI PressMoleong, Lexy J, 2005, Metodologi Penelitian Kualitatif , Bandung: PT Remaja Rosda Karya

Prihatini, Agustini . thesis of State University of Semarang (UNNES) under the title Pengelolaan PembelajaranAnak Autistik (Studi Descriptif di Sekolah Dasar Luar Biasa Negeri Semarang Tahun Ajaran 2008/2009)Purwanta, Adi sedia, Inclusive Education; ideological and Socialization, PapersRosenthal, B. (1998). "Developing an objective definition of visual impairment." In Vision '96: Proceedings of the International Low Vision Conference (pp. 331-334). Madrid, Spain: ONCE.Saifudin, Azqar, 1998, Metode Penelitian, Yogyakarta: Pustaka PelajarSukmadinata, Nana Syauhid, 2004, Metodologi Penelitian Pendidikan, Bandung: PT Remaja Rosda Karya Wiraatmaja, Rokhiyati, 2004, Metode Penelitian Tindakan Kelas, Bandung: Rosda KaryaWoolkfolk, Anita E. Education Psychology, (Canada: Pearson Education Canada Inc.2006)Data collection

Data Presentation

Verification

(conclusion)

Data Reduction

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